Educational device.



1. 1.111011111180111. EDUCATIONAL DEVICE.

APPLICATION FILED IULY 191 I9I6.

L., Patented LIan.15,1918.

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EDUCATIONAL DEVICE.

APPLJQATION r1LED1uLY19.191,e.

L Memed 131115,1918.

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bear wolf o (D cats dog o o T. E. THOMPSON. EDUCATIONAL DEVICE.

APPLICATION FILED .IULY 19 I9I6.

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Patented Jan. 15, 1918.

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APPLICATION FILD JULY I9. 19l6.

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v THOMAS E. THOMPSON, 0F MONROVIA, CALXFORNI.

EDUCATIONAL DEVICE.

Specification of Letters Batent.

yPatelated Jan.. l5', 3l9ll8.

Application filed July 19, 1916.' Serial No. 110,247.

To all whom it may concern:`

Be it known that l', THOMAS E. THOMP- soN, a citizen of the UnitedStates, residing at Monrovia, 'in the county of Los Angeles and State ofCalifornia, have invented a new and useful Educational Device, of whichthe following is a speciication.

My invention relates to the art of education. ln this art1 it is commonpractice for the teacher to provide the pupils with various problems,the word problem being used in this sense indiscriminately to apply toanything to which the pupil is to provide a correct solution or answer,whether in the subject `of arithmetic, language, geography, or any otherbranches of education.

lt is also common practice for the pupil to write down answers to theproblems, each of these answers beingY either a symbol, a ligure, aword, or a group of symbols, ligures, or words.

The principal. object of my invention is to provide a primary card whichshall contain a series of problems, each problem being associated with agroup of incorrect and correct answers and marking spaces in which apupil may designate those answers which are in his opinion correct.

A further object orn the invention is to provide mechanical markingmeans by which the pupil may indicate his selection, and a still furtherobject is to provide such mechanical means as will, in a measure, teachmanual dexterity and occupy the pupils mind in their application.

A further object of the invention is vto provide a ready means by whichthe pupil, the teacher, or others, can accurately, and quickly, checkthe correctness of the pupille work. More speciically the object is toprovide a tell-tale sheet, either opaque or v transparent, which shallbe marked, cut, perforated, or provided with transparent portions, bywhich the correctness of the pupils work can be determined by inspectionby the application of the tell-tale sheet to the primary card.

A further object is to provide openings in the primary card throughwhich markings may be made on a secondary sheet, the markings beingquickly and easily checked as to their correctness by the telltalesheet.

More specifically my invention is designed to provide novel forms ofspelling, arithmetic, and correct usage devices, as well as specificforms of tell-tale or correction sheets.

.string through the card.

Q Fig. 3 illustrates a serrated tell-tale sheet for checking thecorrectness of the pupils workin connection with Figs. l and 2.

Fig. Ll illustrates a primary card similar 4to Figs. l and 2 incombination with a per- .torated tell-tale sheet for indicating thecorrectness ot the pupils work. l

Fig. 3 illustrates a form of primary card fon very young pupils, inwhich pictures are used as identifying data, and in which either loopsol string, or buttons, are used for marking purposes.

Fig. 8 illustrates the method of looping the string used as illustratedin Fig. 5.

Fig. 7 illustrates a method ol securing buttons in the primary card torindicating the answer. y

Fig. 8 illustrates a primary card, this primary card being associatedwith a tell-tale sheet and suited to teach correct usage.

Fig. 9 illustrates a primary card and a tell-tale sheet adapted to'teach arithmetic, or more specifically, addition.`

Fig. l0 illustrates a perforated primary cardin combination with asecondary or record sheet.

Fig. ll illustrates a primary card for teaching spelling, in combinationwith a telltale sheet.

Vln all otl these illustrations the pupil indicates the extent andcorrectness of his knowledge by either making a: cross, or other mark,or byy mechanically providing an indication by the use of a string,button,

or other means; the correctness of his work being indicated solely bythe position of the marking on the sheet.

ln the simplest form of lmy invention, as

illustrated in Fig. l, there is provided a primary card ll on whichthere is printed a legend l2., this legend running across the top of thecard and consisting of a familiar verse reading as follows: Pussy cat,pussy cat, where have you been. Associated with. each word of the legendis a group of words 13, this group consisting of certainelements, eachelement being a word, and only one of the succeeding columns, so thatthe legend 12 is reformed successively from the various groups 13, andthe position of the markings clearly showing the correctness of thepupils work.

In Fig. 2 perforations 14 lare provided between the words or elements ofthe various groups 13, and a string 15 is threaded through theseperforations, this string forming loops 16 which pass directly under thework of the various groups which the pupil has selected. For the purposeof readily checking the correctness of the pupils marking or indicating,a tell-tale sheet 17 may be provided, this tell-tale sheet beingprovided with serrations' properly located to register with'the loops 16when it is applied to the primary card illustrated in Fig. 2. 1t shouldbe noted that the tell-tale sheet operates wholly by position; that is,the correctness of the pupils work is readily determined by the positiononly on the loops 16.

In the form of primary card 20 shown in Fig. 4 the same arrangement ofthe legend 12 an the groups 13 is provided, and round perforations 21are provided beneath each word of each group 13. In this form of myinvention a string 22 is used to form loops 23, as illustrated in Fig.6, each loop 23 being formed by the pupil under what he regards as the`proper word. For the purpose of checking the correctness of the pupilswork, a telltale sheet 24 is provided, this sheet being provided withperforations 25 through which the loops 23 will project if the tell-talesheet 24 is properly registered with relation to the primary card 20 andthe pupil has correctly marked the proper words. If desired, a series ofbuttons 30, having enlarged ends, and a small throat 31, may be used asshown in Fig. 7 these buttons being forced through the perforations 21and being of such a size that they naturally remaln in the 'perforations21, thus serving as indicating means for the pupil. By the use ofmechanical marking means, such as buttons or strings, a single primarycard may be used repeatedly where a permanent record of the pu ils workis not desired. -These buttons will always project throughtheperforations 25 in the tell-tale sheet 24, when it `is properlyregistered with che primary card 20, if the pupil has per- 1,2ee,eos

formed his work correctly. It will be seen that in the form of inventionillustrated in Fig. 4 the position of the loops or buttons determinesthe correctness of the pupils work.

In the above 'examples the words of the legend 12 have been used asidentifying data. Other identifying data, may, however, be employed, asfor exam le, the pictures 50 illustrated in Fig. 5. ach of the pictures50 is accompanied by a group of words 51, and each of the words 52forming the group is provided with a perforation 53 in which loops 23,or buttons 30, may be inserted. The correctness of the pupils work canbe readily checked by means of a tell-tale sheet similar to that shownl,at 24 in Fig. 4.

rlhe work illustrated in Figs. 1 to v5 is designed to teach smallchildren to identify words; it being found that they can be taught toidentify words even before they learn to spell or identify letters. 1tis also designed to enable the teacher, by use of the serrated tell-talesheet 17 or the perforated tell-tale sheet 24, to readily check thepupils work, or in some cases to allow thepupil to check his own workwithout the interposition of the teacher.

rlhe use of the string, as shown 'in Fig. 2 or Fig. 4 provides anoccupation for the pupils hands, this occupation being generally termedbusy work and being of especial. value in connection with smallchildren.

The correct usage method illustrated in Fig. 8 is designed for largerpupils, the primary card 80 having a series of exercises 81 from each ofwhich a portion is omitted.

Each of these exercises is associated with y identifying data 82, thisidentifying data consisting of two or more words or expressions, one ofwhich may be correctly substituted in the exercise 81. As many spaces 83are provided in the exercise 81y as there are alternate words orexpressions in the identikfying data 82 andthe pupil makes his selectionfrom the identifying data by marking a dash or' cross in the space 83corresponding to the position of what heregards as the correct word inthe identifying data 82, or the sheet may be perforated and mechanicalmarking means employed like the buttons or strings previously explained.

The vcorrectness of the pupils work is readily checked by means of atell-tale sheet 84, this tell-tale sheet being provided with Laeaeoaent' sheet serves as both a positive and a negative tell-tale sheet.

ln Fig. 9 a primary card 90 is shown upon which are a plurality ofexercises, each exercise consisting of identifying data 91 which is inthis case a desired answer to a problem in arithmetic. Located inacolumn directly below this answer are a group of elements 92, eachelement being an example in addition, some of these examples adding upto give the desired answer 9i, and the remainder adding up to give otheranswers. Located below each example 92 is a space 93, and the pupilprovides an indication in the spaces under the examples which add up togive the answer 9i. 'llhis indication may consist of a cross, a dash, orthe primary card 90 may be perforated 'so that a string, button, orother mechanical means, may be inserted, 4as previously explained. Atelltale sheet 9a is provided, this tell-tale sheet being a positive oneso that it will indicate at a glance the correctness of the pupils work.

lln Fig. l0 a primary card i0@ is shown, this card being exactly similarin arrangement to thecard 90 shown in Fig. 9, and being provided withperforations lOl. '.lhis card is usedv4 with a secondary or record sheet102, the secondary or record sheet consisting of a piece of paper of thesame size as the primary card Mill, or if of ditferent size of such asize as to register n one direction or the other with the card lill).The pupil marks .the correct examples through the periforations 10i inthe card l0@ on the sheet 192. The sheet l0@ may then be cor- ,rected bythe use of the tell-tale sheet 9d Gill illustrated in Fig. 9.

ln ledig. il a primary card for teaching spelling is shown, this cardconsisting of a series of spelling exercises. Each of these exercisesconsists of one word which is broken up into an obvious syllable and agroup of alternate doubtful syllables. For example in exercise lli wefind an obvious syllable i12 or fe7 and a group ll of doubtful syllablesindi endj iend," eiend @apposite each doubtful syllable is a space ilawhich the pupil may mark. @loviously a perforation may be substitutedfor each space llt, and strings or buttons may be `used 'as previouslydescribed, or a secondary lor recprd sheet may be used on which apermanent record may be marked.

@bviously also since the correctness of the pupils work depends onposition, a tell-tale or overlay sheet may be used to correct this work.

lt will be noted that my invention has many modifications, asillustrated and described above, but that the primary principles uponwhich they are based are the same.

ln the following claims the words used have the following significance.

rlhe word element signiiles either a word, a gure, a picture, or othersymbol, or a combination of words, figures, pictures or symbols.

'.lhe word group means two or more elements, as defined above.

The words identifying data means anything by which the correct answermay be inferred. 'lhis may be the figures forming the correct answer, asin the case of arithmetio; it may be the alternate words or expressionsas used in language; it may be the single word at the head of the columnas used in the busy work examples above; it may be a syllable of a word;or it may be a picture, or other symbol.

'lhe word markings means a cross, or dash, made by the pupil by means ofa pencil or other means on the paper itself, or may mean a string,button, glove fastener, or any other mechanical means by which the pupilmay indicate his selection.

ln the same manner the words tell-tale sheet may indicate a sheet whichis serrated, perforated, or provided with transparent spaces, throughwhich the correctness of the primary card may be determined. 'lhistell-tale sheet may be either positive lll@ or ne ative.77 lf ositivethe word osii tive means a sheet by which the presence of correctmarkings may be checked. lt negativa the word negative means a sheet bywhich the presence of incorrect markings may be checked.

My invention consists in the use of a sheet with problemsy or exercisesprinted thereon, each problem or exercise being associated -with a groupof spaces, one or more of which 'the pupil may mark to indicate what heregards as the correct answer, the position alone of these markingsbeing suicient to indicate their correctness.

My invention also includes the method of l marl-zing by a string asshown in Figs. 2 or 6, and the buttons shown in Fig. 7, or equivalentmechanical means.

My invention further includes the various forms of `tell-tale sheetsshown, and their mechanical equivalents, by which the position ofmarkings on the primary cards can be checked.

ll/llvv invention further includes the conception of a secondary orrecord sheet which can be marked by means of and through vany liti@ments; and means so shaped that they can bel i uno uoiqai puc spacefacultad snoiJe/i eq; ;ro be checked by means of any form of telltalesheet shown or described.

My invention. further consists of certain very definite structures asset forth in the following'claims. y

I claim as my invention 1. An educational device comprising a primarycardv on which is printed a series of elements, these elements beingarranged in groups; identifying data for each'group by means of whichone of said elements may be selected from said group; and a series of.

spaces in any of which a pupil may indicate such a selection, each spacebeing associated with one of said elements.

2. An educational device comprising. a primary card on` which is printeda series of elements, these elements being arranged in groups;identifying data for each group by means of which one of said elementsmay be selected from said group; and a series of spaces each having aperforation therein and each space being associated with one of saidelements.

An educational device comprising a primary card on which is printed aseries of elements, these elements being arranged in groups; identifyingdata for each group by means of which one of said elements may beselected from said group; a series of spaces each having a perforationtherein and each space being associated with one of said elesecured incertain of said perforations to indicate a pupils selection.

4f. An educational device comprising a prima-ry card on which is printeda series of elements, these elements being arranged in groups;identifying data for each group by means of which one of said elementsmay be selected from said group; a series of spaces each having aperforation therein and each space being associated with one of saidelements; and a string adapted' to be looped through said perforationsto indicate a pupils selection.

5. An educational device comprising a primary card on which is printed aseries of elements, these elements being arranged in groups; identifyingdata for each group by means of which one of said elements may beselected from said group; and a series of spaces in any of which a pupilmay indicate such a selection, each space being associated with one ofsaid elements; in combination with a positive tell-tale sheet hav ingperforations so placed that they register with the/*spaces oftheelements on the primary card which correspond with said identifyingdata.

6. An educational device comprising a primary card on which is printed aseries of elements, these elements being arranged in groups; identifyingdata for each group by l raeaeoe means of which one o1 said elements maybe selected from said group; a series of spaces each having aperforation therein and each space being associated with one of saidelements; and means so shaped that they can be secured in certain ofsaid perforations to indica-te a pupils selection; in combination with apositive tell-tale sheet having perforations so placed that saidperforations register with each of said means when said sheet is appliedto said card but only when said means are properly located.

7 An educational device comprising a primary card on which is printed aseries of elements, these elements being arranged in means of which oneof said elements may be selected from said group; a series of, spaceseach having a perforation therein and each space being associated withone of said elements; and a string adapted to be looped through saidperforations to indicate a pupils selection; in combination with apositive tell-tale sheet having perforations therein so ,placed thatsaid perforations register with each of said loops when said sheet isapplied-to said card provided 'said loops have been properly placed.

8. An educational device comprising a primary card on which is printed aseries of alternates; means by which a pupil may indicate a selectionfrom said series; and means for checking the correctness of saidselection.

.9. An educational device comprising a primary card on which is printeda series of alternates; means by which a pupil may indicate a` selectionfrom said series; and a tell-tale sheet adapted to be laid over saidprimary card and so shaped that the correctness of .said selection canbe visually checked.

M10, A primary card having Lspaces in Y which a pupil can indicate hisknowledge of Y lsheet so shaped as to indicate the correctness of suchknowledge when properly registered with vsaid primary card by theposition ofthe markings on the primary card.

11. A primary 'card having spaces in which a pupil can indicate hisknowledge of a subject by placing markings thereon in spaces selected bythe pupil; and a tell-tale sheet perforated in such a manner as toindicate the correctness of suchv knowledge when properly registeredwith said primary card by the position of the markings on the primarycard.

12. A primary card having spaces in which a, pupil can indicate hisknowledge of a subject by placing markings thereon in spaces selected bythe pupil; and a tell-tale sheet having perforations so placed as Vtoindicate the correctness of such knowledge meaooe when properlyregistered with said primary of said Words in jumloled order beingascard by the position of the markings on the soeiated With a space inwhich a pupil may primary card. indicate a selection from said group. 1

13. A primary card comprising a legend In testimony whereof7 l havehereunto 5 composed of Words arranged in their proper set my hand at LosAngeles, Caliornia,

order, each Word having associated with it this 13th day of July, 1916.a group of Words in jumbled order and each THOMAS E.' THOMPSON.

